Overcoming System Barriers through Implementing Guiding Principles of Quality RPL Practice within the Advising Process at George Brown

Presenters: Jan Carter Jan Carter, MBA, TESL, BA
Manager, Prior Learning Assessment & Recognition (PLAR) | Manager, Immigrant Education
George Brown College (GBC)’s School of Immigrant & Transitional EducationJan has provided academic leadership, strategic direction and support to faculty and staff, and project management on collaborative college-community agency partnerships at GBC since 2008. She has a BA in Cultural Studies/English from Trent University, a Teaching English as a Second Language (TESL) certificate from the University of Toronto, and an MBA – specializing in Brand Communication Management – from Wilfrid Laurier University. However, before GBC, she spent more than a decade acquiring skills on the job, in workshops, and through volunteer work, in a wide variety of roles, including: journalist, photographer, accounting clerk, graphic designer, marketing & event coordinator, and college instructor.103>300, George Brown College; Fabiola Murphy Fabiola Murphy
PLAR Assistant | Coordinator, College Teachers Training Program (CTTP)
George Brown College (GBC)’s School of Immigrant & Transitional EducationFabiola graduated from Seneca College as a Social Service Worker and worked for community organizations helping new immigrants, refugees and women prior to her role at GBC. Fabiola’s own experience as an immigrant from Mexico was her incentive to commit to and advocate for the Recognition of Prior Learning (RPL). Since joining GBC in 2014, she has developed a network of PLAR-savvy staff, across most areas of the college, who contribute to continuous improvement of PLAR processes and procedures. These professional relationships have paved the way for the implementation of the Nine Guiding Principles for Quality RPL Practice in Canada at George Brown College.104>300, George Brown College

Overview
Experiential or work-integrated learning (WIL) is offered in many programs at community colleges, through internships, externships, coops, practicums, field placements and more. Through these activities, students gain access to relevant and timely job-ready skills and knowledge that are in demand by employers. College faculty and staff know how vital work experience is for our graduates, and work closely with employers, alumni, and industry leaders to integrate this into curriculum and learning outcomes.

However, recognizing the prior learning (RPL) of adults entering into a college program, who wish to earn credit for learning they’ve already acquired through their work or volunteer activities (rather than academically through credit transfer], has proven to be very challenging in Ontario. From lack of awareness of the RPL process as a pathway tool, to quality assurance concerns around validity of alternate assessments, and from the lack of funding and/or structure to support the development of assessments, to confusion over determination of student eligibility, there are a number of system barriers that can prevent or stunt effective implementation of quality RPL practice.

Since the publication of CAPLA’s Quality Assurance for the Recognition of Prior Learning (RPL) in Canada in 2015, and based on work done between 2012-2014 in attempting to build an Ontario College PLAR Network, George Brown College’s PLAR Office has been using the Guiding Principles for Quality RPL Practice in Canada as its foundation when advising faculty and staff on how to overcome some common system barriers.

This 60-minute session will use case studies and documentation to identify system barriers and demonstrate how some have been addressed at George Brown College.

Learning Outcomes

• Identify system barriers that can exist within the administrative infrastructure of a community college in Ontario.
• Learn about options for reducing or eliminating those barriers.
• Brainstorm with other participants, additional barriers and other solutions to mitigate these barriers and make PLAR advising more effective and student-centered.

A Personal Touch Increases CSMLS Exam Success

Presenters: Christine Nielsen Christine Nielsen, MBA (c), BHA, MLT, CAE
Chief Executive Officer
Canadian Society for Medical Laboratory Science (CSMLS)Christine became the CEO for the Society in 2010. Prior, she was Director of Certification, where she marshalled a pan-Canadian qualification and recognition program, and led the PLA research for the medical laboratory profession. Christine is past Chair of CNAR – the Canadian Network of Associations of Regulators, Ottawa. She is also an experienced Prior Learning Assessment Assessor with the Canadian Society for Association Executives (CSAE). Formally educated in the profession, she is an MLT originally. She has a degree in Health Admin, a Certificate of Mastery in Prior Learning Assessment from CAEL at DePaul University in Chicago, and is a Certified Association Executive (CAE). She is currently completing an MBA from the Edinburgh School of Business, Scotland. In 2014, she was appointed to Government of Canada’s (ESDC) Panel on Employment Challenges of New Canadians, creating a report titled: Survival to Success: Transforming Immigrant Outcomes.150>300, Canadian Society for Medical Laboratory Science (CSMLS); John Soltys John Soltys, MBA, BSc, MLT
Director
Canadian Society for Medical Laboratory Science (CSMLS)John is relatively new to PLAR; he has only worked in the field of prior learning assessment and recognition for one year, however experiences from previous lives have provided him with unique insights into the field. These experiences include teaching English abroad, graduating from a start-up incubator and working alongside internationally trained professionals in the medical laboratory science field, which he still does to this day. John works with the internationally trained medical laboratory professionals, to help them obtain Canadian certification in Medical Laboratory Science.85>300, Canadian Society for Medical Laboratory Science (CSMLS)

Overview
Success of first time attempts to the CSMLS entrance to practice national certification exam has gone from 19% to 35% since hiring an MLT Administrator to act in an advisory capacity. The PLA process at CSMLS is based on quality best practice principles of Recognition of Prior Learning (RPL). Historically, the CSMLS has been experiencing a low success rate for Prior Learning Assessment (PLA) clients that challenged the certification exam; primarily unsuccessful at the first attempt.

In a continuous effort to improve the success rate of this group of candidates the CSMLS hired a recent graduate subject matter expert; one who has successfully challenged the CSMLS certification examination and is well versed in guiding others to succeed. In June 2015 a new position; Medical Laboratory Technologists (MLT) Administrator, Certification and Prior Learning Assessment was created in an attempt to improve certification exam success rates for our PLA clients.

We have implemented voluntary telephone guidance reviews to PLA clients who received first time eligibility to challenge the exam. The client is given the option of a telephone guidance review and/or an electronic version of the same. The guidance review is part of the PLA process and provides tips on how to prepare for the competency based exam. We are at the early stage of this process and continue to modify our process with each review to determine its further effectiveness. Since hiring the MLT Administrator, we have experienced an exam performance improvement in the certification of PLA clients (first time to exam) increase from 19% to 35%. Helping clients achieve success sooner is important to the client, the CSMLS and the Canadian labour market.

Learning Outcomes

• Sharing of CSMLS experience with strategies that have shown improvements in certification exam success rates for PLA clients.
• Demonstration of the importance and value added of advising and adding personal touch points to add to the success of PLA clients.
• Demonstration of the importance of the advising process and the consideration of qualifications of the advisors.

Fishing for Plural Occupations

Presenters: Pierre Verreault Pierre Verreault
Executive Director
Canadian Council of Professional Fish HarvestersPierre has worked for the Canadian Council of Professional Fish Harvesters for the last 15 years. He is currently the executive director and has, in the past, also occupied the position of program director. Over the years, in collaboration with industry, he has lead the development and implementation of professional accreditation systems, the development of training tools and programs for fish harvesters, as well as a number of initiatives to improve safety at sea.74>300, Canadian Council of Professional Fish Harvesters; John O'Sullivan John O'Sullivan, BSc, FBCS, CEng, FCMA
Director
CamProf Inc.John is a Director of CamProf and a Chartered IT Professional, Chartered Engineer, and Chartered Management Accountant. He spent his early career in IT, HR and general management becoming a senior director at British Aerospace and British Telecom, and Industrial Advisor at the UK Department of Trade & Industry. Since 1995, John has been an international consultant in skills development, working in Canada and USA, UK and Europe, Afghanistan, Gambia, Turkey, Moldova, Armenia and Kazakhstan, generally on labour market information, occupation competencies and frameworks, qualification structures and curricula reform. In Canada, he has led and worked on projects for Fishing, Law, Respiratory Therapy, Mining, Tourism, Trucking, and Non-profit sectors.110>300, CamProf Inc.

Overview
There are over 38,000 fish harvesters in Canada. The fishing workforce is aging faster than the Canadian average, with labour shortages on the horizon. Although demand and prices for fish are high, recruitment difficulties for new entrants are exacerbated by rural exodus, short fishing seasons and high value of fishing enterprise. In order to maintain the labour force and attract younger people into fishing, the Canadian Council of Professional Fish Harvesters embarked on an ambitious project to identify where fish harvesters could redeploy their skills and qualifications to supplement their incomes outside the fishing season. From a long list of possibilities, 13 occupations were selected for detailed analysis. The new CCPFH Competency Framework was compared with available National Occupational Standards and other competency documents. A four-point scale was used to rank the degree of fit. Certifications and regulations were also recorded, eg from Transport Canada. The availability of training opportunities to remedy any gaps was also researched, for every province. In addition to the detailed analysis, a user-friendly summary was prepared for every target occupation, and a sample of these will be presented. A new results portal is being developed and an early version will be shown. The intention is not to drive people out of the industry; on the contrary it is to maintain their way of life and enhance their livelihoods, thereby contributing to the economic and social well-being of coastal communities. The techniques could well be useful in other seasonal occupations such as agriculture, forestry, tourism.

Learning Outcomes

• The process of comparing the competency profiles, training and qualifications of many occupations in order to determine best matches
• The format for presenting this data in an easy to use way, ready for loading to a new information portal
• Early experience of using this portal
• Lessons for other seasonal occupations

Transferrable Skills and Exploring New Career Directions: CCIS’ Transition to Employment Services for Newcomer Professionals (TESNP) Project

Presenter: Karen O'Leary Karen O'Leary
Manager, Research and Development
Calgary Catholic Immigration SocietyKaren O’Leary has worked in the resettlement and integration field for 10 years, specializing in curriculum development, research, proposal writing, and program development. As CCIS’ Research and Development Manager, she creates new programs and services in partnership with funders, the public and private sectors, and the broader community, as well as in accordance with labour market research, immigration trends, feedback from employers and other stakeholders, as well as client demographics and needs. Karen played a lead role in the design of the Transition to Employment Services for Newcomer Professionals Project, as well as the development of the project curriculum.99>300, Calgary Catholic Immigration Society

Overview
While tens of thousands of Albertans have lost their jobs since the beginning of the oil price downturn in 2014, newcomers have been among the hardest hit. Studies show that, during economic recessions, immigrants and refugees lose their jobs at more than 3 times the rate of workers who were born here. Once they’ve been laid off, these individuals are left in a unique and difficult situation. They have worked in their fields in Canada and no longer need the employment supports that are offered to most newly arrived newcomer professionals. On the other hand, their foreign credentials, limited local experience, and restricted networks mean that they face more barriers to professional employment than their Canadian-born counterparts.

In response to this issue, the Calgary Catholic Immigration Society (CCIS) has developed the Transition to Employment Services for Newcomer Professionals (TESNP) project. This initiative will assist newcomer Engineers, Technologists and Technicians, who were impacted by the downturn in Alberta’s resource economy, by guiding them through the process of assessing their own transferrable skills and career flexibility, and by providing them with the information and support they need to pivot their skills and expertise and re-enter the labour market in alternative or emerging sectors.

During this presentation, CCIS will share our experience building and launching this new initiative, as well as our approaches to developing a customized self-assessment tool and specialized advising strategies to empower unemployed newcomer professionals who are at a crossroads on their career path. More specifically, we will share how the two-fold approach of self-assessment and advising will help project participants to uncover new career goals, apply this skills and qualifications in new capacities, and re-envision their career trajectories in Alberta.

Learning Outcomes

• Awareness of self-assessment tool designed specifically for highly-skilled professionals to ensure they retain an elevated degree of independence and remain actively engaged in their career transition process
• Examples of guided self-assessment tools designed to assist clients identify transferable skills, research industries that require their skill sets and expertise, and set their new career goals

RPL Initiatives, Implementation, and Collaboration Across Canada

Presenters: Philip Bélanger Philip Bélanger
Executive Director
Council on Articulations and Transfer of New Brunswick (CATNB)Philip Bélanger is the Executive Director of the Council on Articulations and Transfer of New Brunswick (CATNB), and was also Chair of the Pan-Canadian Consortium on Admissions and Transfer (PCCAT) from 2013 to 2017. Originally from Ottawa, ON, Philip Bélanger has served the government of New Brunswick since 1979, with a strong background in education and training, project development, management and consulting. In 2004 Philip took on the responsibility of Immigration Settlement and Multiculturalism within the department of Post-Secondary Education, Training and Labour (PETL) with much implication in credentialing. Thus, in 2006 Philip joined the Council of Atlantic Ministers of Education and Training (CAMET) to development a strategy for international credentials and competency assessment. With his deep involvement in credentialing, Philip was then approached by PETL to develop a provincial long-term operational structure to facilitate credit transfer and prior learning assessment and recognition (PLAR) in NB, which has led to the establishment of a Council on Articulations and Transfer of New Brunswick (CATNB). Officially founded in 2010, Philip was appointed Executive Director of CATNB.174>300, CATNB; Amanda Roberts Amanda Roberts
RPL Coordinator
Southern Alberta Institute of Technology (SAIT)Amanda Roberts is the RPL Coordinator at SAIT in Calgary. Currently she is guiding the institution through the self-assessment phase then implementation of The CAPLA Manual. A true supporter of lifelong and flexible methods of learning, she received her Diploma in Criminology from Mount Royal University, a certificate in Prior Learning Assessment and Recognition (PLAR) from Red River College, and recently completed a Bachelor of Interdisciplinary Studies at Royal Roads University.

Amanda is a past CAPLA Board member, represented the Alberta/NWT region on the former ACCC-ROL Affinity Group, past SAIT Board of Governors member and is the current Chair of the Alberta Council on Admission and Transfers (ACAT) Prior Learning Assessment and Recognition (PLAR) Articulation Committee.117>300, SAIT; Barb Gustafson Barb Gustafson
Coordinator
Learner Pathways at Saskatchewan PolytechnicDr. Barb Gustafson is the Coordinator, Learner Pathways at Saskatchewan Polytechnic. She has been a member of this department since 2013, serving as a facilitator and then coordinator. The Learner Pathways department supports the 150 programs and 1500 faculty of Saskatchewan Polytechnic in development of PLAR assessments, articulation agreements, and degree proposals. It also serve as the liaison with the provincial government for dual credit and degree approvals. Barb holds degrees in Education and English, an MBA, and a PhD in Educational Administration. She is also a graduate of the Recognition of Prior Learning Practitioner advanced certificate program.98>300, Saskatchewan Polytechnic

Overview
This session will share specific examples of RPL initiatives, activities, and practices in Canada that support advising adults in transition, improving access to education for adult learners, and implementing the process and principles of CAPLA's RPL Quality Assurance Manual. Examples will focus on how RPL advising occurs for adult learners along their learner pathways in many ways by different organizations (e.g., councils on admissions and transfer, government, post-secondary institutions, other organizations). This will include concrete examples of advising students and implementing the CAPLA RPL Quality Assurance Manual and of collaborating and advising one another as organizations regarding RPL. Underlying the examples will be an understanding of the importance of collaborating together towards implementation of the CAPLA RPL Quality Assurance Manual, which affects advising practices through consistency of use of RPL definitions, criteria, and processes. Presenter and participant dialogue will also be encouraged, including identification of new potential opportunities for collaboration. The five organizations involved in the session will each contribute specific examples to support how different organizations work together and advise individuals along their learner pathways in support of adult learner success.

Learning Outcomes

• Build awareness of targeted RPL initiatives, activities, and practices in Canada that support advising adults in transition, improving access to education and employment for adult learners, and implementing the process and principles of CAPLA's RPL Quality Assurance Manual, which affects.
• Develop an understanding of how RPL advising occurs for adult learners along their learner pathways in many ways by different organizations (e.g., councils on admissions and transfer, government, post-secondary institutions, other organizations) and of collaboration and advising among organizations, including consistency of use of RPL definitions, criteria, and processes.
• Identify examples of and potential for RPL collaboration activities across organizations in Canada to support RPL practice, information sharing, and learner access.

Client-centered interviewing skills: supporting individuals in their quest to identify and prove applicable learning

Panelists: Rebekah Skeete Rebekah Skeete
Director
YMCA of Greater Halifax/DartmouthRebekah Skeete is the Director of eight YMCA Nova Scotia Works Employment Services Centres in the Halifax/Dartmouth and surrounding areas. She has worked in the employment field for over 20 years for both the federal and provincial government and has been with the YMCA for 18 years. Rebekah has worked as both a career practitioner and a career counsellor. Rebekah has facilitated the Portfolio Development Program (Previous PLA Centre Program) for more than 15 years, and has developed the Portfolio Express Program that is largely based on story-telling. Rebekah is the Lead Assessor for the Nova Scotia Career Development Association’s Career Development Practitioner Certification process, and has trained new assessors in the Structured Interview Process. Rebekah completed a Master’s Degree in Social Work, and is a Private Practice Social Worker, and she is also a Certified Career Development Practitioner in Nova Scotia.145>300, Halifax YMCA; Mandy Bonisteel Mandy Bonisteel
Assaulted Women’s and Children’s Counsellor/Advocate Program
George Brown CollegeMandy Bonisteel has worked in the anti-violence movement for over 30 years as an educator, advocate, counsellor and consultant. She has worked with both survivors and perpetrators of gender-based violence and has co-created numerous training programs on inclusivity, universal design, anti-harassment/oppression for a variety of organizations, in Canada and abroad. She coordinates the Assaulted Women’s and Children’s Counsellor/Advocate Program at George Brown College, and is a Community Research Associate with the Centre for Research and Education on Violence Against Women and Children. Mandy has received the Ontario Premier’s Award and the Ontario Medal of Citizenship.95>300, George Brown College

A key competency of a good advisor is interviewing skills. What are some good practices in interviewing? Panelists identify some of the challenges, and provide some hints for supporting individuals without doing the work for them. There is a need for cultural sensitivity, 'encouragement' of individual's learning and recognition of its value, and help for adults to reflect/dig into their own skills and abilities. This session will focus on the ‘process’ of interviewing that would be used in employment/career counselling and in education.

Addressing the Challenges of Soft Skill Assessment

Presenter: Paul Brinkhurst Paul Brinkhurst
Innovations Developer
FutureworxPaul combines experience in naval engineering and teaching to look at the needs of adult learners in different ways. As Innovations Developer for Futureworx he now develops tools for assessing and developing soft skills as well as integrated curricula designed to link employers with skilled workers.46>300, Futureworx

Overview
Whether assessing competencies for newcomers seeking certification or helping individuals find a successful career path, considering soft skills in a respectful, evidence-based manner can be the difference between fully meeting the client's needs and leaving critical areas unaddressed. However, soft skill assessment involves a number of challenges that can impede practitioners, including questionable self-assessment accuracy, handling subjectivity, reluctance to engage in personal behavioural issues, and going beyond assessment to include effective skill development. In this presentation, we will consider these challenges and look at a method, called ESAT, being used in a variety of program settings, that supports practitioners so they can offer the meaningful and respectful soft skill assessment and development many clients need.

Learning Outcomes

• an enhanced understanding of the importance of soft skills assessment as a part of RPL assessment.
• an appreciation of their own ability to deal effectively with soft skills assessment and development.
• an introductory understanding of the use of the Futureworx model for identifying and addressing soft skills competency gaps (ESAT), the types programs currently using it, and how the method is evolving to meet new needs.

Skills Assessment of the Mature Worker

Presenters: Sonia Dhaliwal Sonia Dhaliwal
Program Administrator
British Columbia Institute of Technology’s (BCIT) School of BusinessIn her current role of Program Administrator at British Columbia Institute of Technology’s (BCIT) School of Business, Sonia manages the Advanced Placement and Prior Learning (APPL) Program for Mature Student. She also created and manages BCIT’s First Responder Career Development Program.

Her interests are in the areas of human capital, adult education, and recognition of non-formal and informal learning and education. Sonia’s formal education includes a Bachelor Degree in Business Administration majoring in Human Resource Management, and she is currently pursuing her Master of Education with a focus in Adult Learning and Education at UBC.97>300, British Columbia Institute of Technology; Justine Arsenault Justine Arsenault
Program Administrator
BCITJustine is a graduate of the BCIT Bachelor of Business Administration degree specializing in Human Resource Management. She is the Program Administrator for the BCIT Legion Military Skills Conversion Program which is designed to help Canadian Armed Forces members accelerate and advance their civilian career. In this role, she is responsible for assessing the knowledge, skills and experiences of transitioning military members and advising them on educational pathways based on the APPL method. Justine also provides support services to military students as they attend BCIT.86>300, British Columbia Institute of Technology

Overview
BCIT uses the Advanced Placement and Prior Learning (APPL) method to place mature students with various backgrounds at the appropriate post-secondary level. This presentation and workshop is designed for RPL practitioners to learn BCIT’s non-traditional RPL assessment process. Practitioners will get the opportunity to work through real-life assessments of advanced placement candidates.

The APPL assessment process demonstrates several Guiding Principles of CAPLA’s RPL Guide. We use a holistic approach to consider an individual’s work experience, post-secondary education, and informal learning and education. This allows experienced Canadians and immigrants improved access to post-secondary programs and employment.

In 2015 the APPL approach was recognized nationally and BCIT received a federal government grant to share the model with other Canadian post-secondary institutes through an online portal. The initial expansion project was based on BCIT’s recognition of military service towards advanced placement into post-secondary programs. The national project created a consortium of 13 post-secondary institutes across Canada who are now using the APPL method at their institute. This framework is in the process of being applied to other mature student groups, such as immigrants, Indigenous, and disabled people.

Learning Outcomes

1. Understand BCIT’s alternative method of recognizing prior learning
2. Know how to conduct APPL assessments
3. Understand how to uncover the knowledge, skills and abilities of adult clients using a holistic approach
4. Know how APPL can be applied to your institute

Low Literacy Employment Assessment Tools and Methodology for Immigrant and Refugee Women

Presenter: Beba Svigir Beba Svigir
CEO
Calgary Immigrant Women’s AssociationBeba Svigir has worked as CEO of the Calgary Immigrant Women’s Association since 2006. She has over 35 years of experience working in both non-profit and business sectors in three different countries, with extensive background in settlement and integration for newcomers, education, curriculum development and international development. Over the years, Beba and her team at CIWA have added many new programs and services, expanding the agency exponentially to the level of expertise, innovation and skills necessary to support thousands of immigrant women and their children every year.88>300, Calgary Immigrant Women's Association

Overview
Calgary Immigrant Women’s Association is the largest immigrant women serving agency in Canada and is renowned for helping immigrant and refugee women with limited or interrupted education garner the skills required to attain equitable employment. These vulnerable women have little to no work experience in their home countries and their lack of language skills and formal education presents multiple barriers to their full integration in society. Our innovative suite of programs transitions them into careers in food services, childcare, retail, and institutional cleaning by helping them attain workplace essential skills and certifications such as Child Development Assistants, Food Safety Certification, and First Aid & CPR; further, clients demonstrate significant Canadian Language Benchmark gains in less time than traditional language training programs. In partnership with post-secondary institutions, we provide these women with a short cut through years of language training and formal education into equitable employment opportunities, for some in as little as six months upon arrival to Canada. This presentation will explore the customized assessment tools, essential skills methodology, and how the CAPLA guiding quality principles are integrated into in our Childcare Training for Low Literacy Immigrant Women Program and the Food Services Program; each of which serves different target segments of our low skilled, multi-barriered clientele. Participants will be provided with practical examples of how we developed our customized assessment tools, examples of how we work with employers to identify and develop the essential skills required for the job, and the instructional methods that support their learning.

Learning Outcomes

• Participants will learn about the importance of designing programming and assessment tools around the unique needs of clientele and the workplace using an essential skills framework
• Participants will gain practical tools to design and develop customized and flexible assessment tools
• Participants will explore how partnerships with employers and post-secondary institutions can work together to break down employment barriers

Piloting an Alternative Academic Credential Assessment Process for Syrian Refugees

Presenter: Beka Tavartkiladze Beka Tavartkiladze
Director, Evaluation Services
World Education ServicesBeka has 15 years of experience in credential evaluation and has extensive knowledge of foreign education systems and the issues surrounding the recognition of international educational qualifications. He frequently presents on foreign systems of education and the recognition of international educational credentials at conferences and workshops.

He has delivered WES Workshop for regulators and academic institutions on How to Evaluate Credentials for Refugees. Currently he is leading a team of senior credential evaluators working on WES’s pilot project: Alternative Credential Assessment for refugees.84>300, World Education Services (WES)

Overview
In 2016 – 2017, WES-Canada has implemented a pilot project to facilitate the recognition of academic credentials held by Syrian refugees. WES is in a unique position having evaluated thousands of credentials for Syria over the years, it has precedent cases from over 117 Syrian institutions, therefore making it possible to reconstruct or corroborate coursework even when academic records are not available. This session will share WES’ methods of evaluating refugees’ academic credentials and some findings from the pilot project. The methods can be used by educational institutions and regulators to facilitate the academic mobility and integration of refugees in Canada.

Flexible Assessment: How Flexible can we be when Assessing for Credit?

Panelists: Kate O’Brodovich Kate O’Brodovich
RPL Facilitator
Saskatchewan PolytechnicKate O’Brodovich has worked at Saskatchewan Polytechnic for 14 years as a career counselor, program counselor, educational psychologist, student services program head, and currently as a Recognition of Prior Learning Facilitator. Previous experience includes managing community-based programs, teaching University of Regina courses in vocational/technical education (including competency-based assessment), and an early career in construction and cabinet-making. Her formal qualifications include vocational training, a bachelor’s degree in adult vocational/technical education, a master’s degree in counselling psychology, and licensing as a registered psychologist in Saskatchewan.

A common theme throughout Kate’s career has been assessing and building capacity, whether the focus was on products, programs and services, or people’s lives. The field of prior learning assessment and recognition (PLAR) focuses all of her accumulated expertise toward promoting valid, reliable, and practical assessment of occupational competencies.134>300, Saskatchewan Polytechnic; Christine Wihak Christine Wihak
Director, Prior Learning Assessment & Recognition
Thompson Rivers UniversityDr. Christine Wihak is the Director, Prior Learning Assessment & Recognition at Thompson Rivers University in Kamloops, British Columbia. Based in the Open Learning Division, Dr. Wihak also heads the Prior Learning International Research Centre, a group of internationally-known scholars in the field of the Recognition of Prior Learning. Dr. Wihak holds a PhD in Educational Psychology. Her research interests focus on the intersection amongst the assessment of formal, non-formal and informal learning.73>300, Thompson Rivers University; Andy Brown Andy Brown
Advisor – Transportation and Logistics
Champlain CollegeAndy coordinates the Transportation and Logistics Recognition of Acquired Competencies (PLAR) services at Champlain College in Montreal.

After 27 years of teaching he is still fascinated by the teaching/learning interface. Presently he is researching factors that aid and inhibit non-traditional students’ retention/progression in Champlain’s PLAR services. In addition, he is implementing the use of a learning management system to facilitate student motivational engagement/attainment using formative/summative assessments and gap filling activities. He believes that the PLAR process can be a transformative experience and is a vehicle through which clients can realize their own potential and professional goals. He is also convinced that the classroom is a place of flux, of professional challenge, of continued professional development, of meaningful relationships and ultimately a place of joy. Andy is at his happiest when supporting and guiding the students and content specialists who make up the Transportation & Logistics PLAR Team: to him, this is both a pleasure and an honor.158>300, Champlain College Saint-Lambert

What does flexible assessment mean, and how is it balanced with consistency and reliability? Do assessors have the ability/authority to choose the method or to adapt methods? What qualifications should an assessor have? What goes on the student transcript?

Portfolio Assessment: Holistic or Technical Detail?

Panelists: Mark Gallupe Mark Gallupe
Professor and RPL Advisor
Loyalist College
Mark Gallupe is a professor in the Social Service Worker Program at Loyalist College in Belleville, Ontario.

Over the years he has worked closely and extensively with his colleagues Paul Zakos and Rose Marie Reid on many projects involving adult learning practice, prior learning assessment and recognition (PLAR/RPL), portfolio development and adult learner friendly institutions (ALFI). Their work has taken them across Canada, South Africa and Chile.

Mark is a PLAR/RPL Advisor and Assessor at Loyalist College and a PLAR/ RPL Assessor with Athabasca University in Alberta, Canada. For over twenty five years he has attended and presented at the Annual PLA Conferences in Belleville and at CAPLA.112>300, Loyalist College; Clarence DeSchiffart Clarence DeSchiffart
Consultant/Trainer - Career Development, Adjunct Professor
Acadia UniversityClarence has a wealth of experience in career development, counselling and formal and informal assessment. He has recently retired from Nova Scotia Community College where he provided career development and career counselling to individuals and groups for the Nova Scotia Community College and Nova Scotia Department of Advanced Education and Labour. He has delivered many training sessions on career development and uses of assessment to conferences and groups. He teaches Acadia University graduate courses in career counselling and career theories.80>300, Acadia University

What is the being required—and assessed—in portfolios today? Is the ‘reflective process’ of how learning can be applied or transferred required, or has it become a technical exercise in provision of documents that provide specific and detailed evidence of the learning outcomes? Can there be a balance? How detailed must the assessment rubrics be to ensure assessment principles such as reliability, fairness and consistency are followed?